Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects Of Class Wide Peer Tutoring On Student Achievement On Basic Math Sub Skills On Fourth Grade Students PDF full book. Access full book title The Effects Of Class Wide Peer Tutoring On Student Achievement On Basic Math Sub Skills On Fourth Grade Students.
| Author | : Sharon Callier |
| Publisher | : |
| Total Pages | : 116 |
| Release | : 2006 |
| Genre | : Mathematics |
| ISBN | : |
| Author | : Elizabeth A. Pflug |
| Publisher | : |
| Total Pages | : 166 |
| Release | : 1987 |
| Genre | : Mathematics |
| ISBN | : |
A pretest-posttest design was used to compare the effectiveness of computer-assisted-instruction (CAI) drill and practice with the effectiveness of same-age peer-tutor drill and practice on promoting mastery of multiplication facts. The subjects were students from three, fourth grade classes in the Reedville School District of Aloha, Oregon. Two fourth grade classes were randomly assigned to two treatment groups: CAI and same-age peer-tutoring. A third class was designated as a control group. Students in the CAI group drilled on multiplication facts independently at a computer for 10 minutes per day for 25 days. Students in the same-age peer-tutor group tutored classmates using multiplication flashcards for 5 minutes and were tutored for an additional 5 minutes for a total of 10 minutes per day for 25 days. The control group received traditional math instruction consisting of daily, one-minute, mastery tests. Drill and practice was independent and self-paced. Treatment consisted of drill and practice on multiplication facts with multipliers 0-9 and multiplicands 6-9. The pretest and posttest were computer-constructed criterion tests consisting of randomly selected multiplication facts from the treatment set. Fifty-two students began the treatment. Forty-five students completed treatment and the posttest. Analysis of variance and Tukey's multiple comparison test showed a significant difference between the CAI group (x̄ = 48.00) and control group (x̄̄ = 67.60) on the pretest. However, on the posttest, analysis of covariance revealed no significant difference among the groups (p = .05). Therefore, the null hypotheses for the study were accepted. The hypotheses predicted there would be no significant difference between the groups' mean math scores on the posttest. Although the study did not identify either CAI or same-age peer-tutoring drill and practice as more effective than the other, it did show both strategies to be equally effective in promoting mastery of basic math facts. The adjusted group means were CAI: 93.97 and same-age peer-tutoring: 93.43. In finding the two strategies to be equally effective, the study identified same-age peer-tutoring as a cost-effective alternative to CAI drill and practice. The findings have implications for staff development, curriculum planning, and for teachers' selection of drill and practice strategies.
| Author | : Angela M. O'Donnell |
| Publisher | : Routledge |
| Total Pages | : 371 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135688192 |
The contribution of this book to the literature on peer learning is its focus on approaches to peer learning that are concerned with its underlying cognitive processes.
| Author | : Keith Topping |
| Publisher | : Routledge |
| Total Pages | : 204 |
| Release | : 2015-10-08 |
| Genre | : Education |
| ISBN | : 1317550765 |
Using Peer Tutoring to Improve Reading Skills is a very practical guide, offering a straightforward framework and easy-to-implement strategies to help teachers help pupils progress in reading. A succinct introduction, it shows how schools can make positive use of differences between pupils and turn them into effective learning opportunities. Outlining the evidence base supporting peer tutoring approaches, it explores the components of the reading process and explains how peer tutoring in reading can be used with any method of teaching reading. Core topics covered include: Planning and implementing peer tutoring Getting your school on board How to structure effective interaction Training peer tutors and tutees Paired Reading - cross-ability approaces One Book for Two - fostering fluency, reading comprehension, and motivation Reading in Pairs - cross and same-year tutoring Supporting struggling readers Involving families in peer tutoring Evaluation and feedback. Illustrated throughout with practical examples from diverse schools across Europe, Using Peer Tutoring to Improve Reading Skills is an essential introduction offering easy-to-use guidelines that will support teachers in primary and secondary schools as they enhance pupil motivation and improve reading standards.
| Author | : Keith Topping |
| Publisher | : Routledge |
| Total Pages | : 390 |
| Release | : 1998-07 |
| Genre | : Education |
| ISBN | : 1135686866 |
Peer Assisted Learning (PAL) involves children in school consciously assisting others to learn, and in so doing learning more effectively themselves. It encompasses peer tutoring, peer modeling, peer education, peer counseling, peer monitoring, and peer assessment, which are differentiated from other more general "co-operative learning" methods. PAL is not diluted or surrogate "teaching"; it complements and supplements (but never replaces) professional teaching--capitalizing on the unique qualities and richness of peer interaction and helping students become empowered democratically to take more responsibility for their own learning. In this book, PAL is presented as a set of dynamic, robust, effective, and flexible approaches to teaching and learning, which can be used in a range of different settings. The chapters provide descriptions of good practice blended with research findings on effectiveness. They describe procedures that can be applied to all areas of the school curriculum, and can be used with learners of all levels of ability, including gifted students, students with disabilities, and second-language learners. Among the distinguished contributors, many are from North America, while others are from Europe and Australia. The applicability of the methods they present is worldwide. Peer-Assisted Learning is designed to be accessible and useful to teachers and to those who employ, train, support, consult with, and evaluate them. Many chapters will be helpful to teachers aiming to replicate in their own school environments the cost-effective procedures described. A practical resources guide is included. This volume will also be of interest to faculty and researchers in the fields of education and psychology, to community educators who want to learn about the implications of Peer Assisted Learning beyond school contexts, and to employers and others involved in post-school training.
| Author | : Trisha R. Parish |
| Publisher | : |
| Total Pages | : 136 |
| Release | : 2000 |
| Genre | : Mathematics |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 380 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
| Author | : Susan Benner |
| Publisher | : Corwin Press |
| Total Pages | : 185 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 1412978084 |
Proven strategies to put struggling students on the path to success! This book offers educators much-needed tools to break the cycle of failure for students who are unsuccessful in school. With vignettes and reflective practice scenarios and questions, this book provides: Strategies for parental involvement, multi-tiered instruction, peer learning models, and universal design for learning Approaches for fostering student success before a child is referred to special education Practices and programs that address the needs of at-risk populations, including English language learners, children living in poverty, and learners with disabilities Interventions and positive support for learners with behavioral challenges
| Author | : Robin S. Codding |
| Publisher | : Guilford Publications |
| Total Pages | : 273 |
| Release | : 2017-02-09 |
| Genre | : Psychology |
| ISBN | : 1462528287 |
Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. User-friendly features include 20 reproducible handouts and forms; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
| Author | : William T. O'Donohue |
| Publisher | : Allyn & Bacon |
| Total Pages | : 454 |
| Release | : 1995 |
| Genre | : Education |
| ISBN | : |
